Discovery Learning
Discovery learning is an inquiry-based, constructivist learning theory where the learner draws on past experience and existing knowledge to discover facts, relationships and new truths which usually takes place in problem solving situations. Bruner (1961) posits that discovery learning is learning through acts of discovery in order to rearrange and transform what is learned “in such a way that one is enabled to go beyond the evidence so reassembled to additional new insights”. In discovery learning, learners interact with the world through exploration and manipulation of objects, wrestling with questions and controversies, and by experimentation. Wakefield (1996) found that such activities lead students to improve their attitudes and to develop greater understanding. Researchers have found that discovery learning enables learners to learn at their own pace (Bicknell-Holmes and Hoffman, 2000) because of its flexibility and freedom in design. Hence, this motivates learners and gives them a sense of ownership. Discovery learning also provides opportunities for feedback so learners can assess the results of their actions and explore other kinds of action. (Castronova, 2002).
Discovery learning is quite relevant to ICT-mediated instruction. ICT makes use of authentic learning tasks as vehicles for conveying instruction. These tasks are based on real-life situations that integrate certain skills, knowledge and attitudes depicted in the curriculum. It can help to make teaching and learning a more engaging and active process that is connected to real life (Tinio, 2003). It has the capacity to overcome constraints of time and space so students can engage in asynchronous learning.
Discovery learning is quite relevant to ICT-mediated instruction. ICT makes use of authentic learning tasks as vehicles for conveying instruction. These tasks are based on real-life situations that integrate certain skills, knowledge and attitudes depicted in the curriculum. It can help to make teaching and learning a more engaging and active process that is connected to real life (Tinio, 2003). It has the capacity to overcome constraints of time and space so students can engage in asynchronous learning.
Example of a discovery learning lesson plan is “Let’s Get Moving”
Link http://www.fit4theclassroom.com/sites/fit4theclassroom.com/files/downloads/LetsGetMoving.pdf
Lesson
The lesson is based on the heart and the circulatory system. Students will be engaged in activities to compare their heart beat at rest and after exercising. Students will be analyzing their daily activities and the impacts that it has on their heart. Then they will use that information to devise a plan which will incorporate the inclusion of more movement in their daily schedules.
During the lesson children will be listening to different heart beat sounds that are being played. Students will be recording heart beats before exercise, exercise, and then record heart beats therefore for comparison. Students will be viewing a colour coded picture of the circulatory system where teacher provides an explanation and brings out key concepts of the lesson. Based on their conclusion of the importance of the heart students suggest ways to keep the heart healthy. Students will then explore, comparing the effects of different exercises on the heart and complete a given chart. Then students display the information in the form of a graph and play the Fitness Challenge Game. Students watch short interactive videos related to the concepts of exercise, proper nutrition and circulation.
I will assess the lesson by:
(a) using online quizzes
(b) letting students use play dough to make a representation of the circulatory system
(c) having students to order the effects of different activities on the heart from most effective to least effective or vice versa.
(d) pasting the picture of one heart healthy food that they had eaten each day for one week (in groups)
Learners will have the opportunity to problem solve, construct new models of thinking and discover new connections when they compare data on heart rates before and after exercises.
References
Bicknell-Holmes, T. & Hoffman, P. S. (2000). Elicit, engage, experience, explore: discovery learning in library instruction. Reference Services Review, 28. 313-322
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32.
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Castronova, J. A. ( 2002). Discovery Learning for the 21st Century: What is it and how does it compare to traditional learning in effectiveness in the 21st Century? Action Research Exchange, 1, Retrieved from:http://teach.valdosta.edu/are/Litreviews/vol1no1/ castronova_litr.pdf
Information Programme (APDIP). Retrieved from: http://www.saigontre.com/ FDFiles/ ICT_in_Education.PDF
Tinio, V. L. (2003). ICT in education. UNDP Asia-Pacific Development
Wakefield, J. F. (1996). Educational psychology: learning to be a problem solver. Boston. Houghton Mifflin Company.
Link http://www.fit4theclassroom.com/sites/fit4theclassroom.com/files/downloads/LetsGetMoving.pdf
Lesson
The lesson is based on the heart and the circulatory system. Students will be engaged in activities to compare their heart beat at rest and after exercising. Students will be analyzing their daily activities and the impacts that it has on their heart. Then they will use that information to devise a plan which will incorporate the inclusion of more movement in their daily schedules.
During the lesson children will be listening to different heart beat sounds that are being played. Students will be recording heart beats before exercise, exercise, and then record heart beats therefore for comparison. Students will be viewing a colour coded picture of the circulatory system where teacher provides an explanation and brings out key concepts of the lesson. Based on their conclusion of the importance of the heart students suggest ways to keep the heart healthy. Students will then explore, comparing the effects of different exercises on the heart and complete a given chart. Then students display the information in the form of a graph and play the Fitness Challenge Game. Students watch short interactive videos related to the concepts of exercise, proper nutrition and circulation.
I will assess the lesson by:
(a) using online quizzes
(b) letting students use play dough to make a representation of the circulatory system
(c) having students to order the effects of different activities on the heart from most effective to least effective or vice versa.
(d) pasting the picture of one heart healthy food that they had eaten each day for one week (in groups)
Learners will have the opportunity to problem solve, construct new models of thinking and discover new connections when they compare data on heart rates before and after exercises.
References
Bicknell-Holmes, T. & Hoffman, P. S. (2000). Elicit, engage, experience, explore: discovery learning in library instruction. Reference Services Review, 28. 313-322
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32.
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Castronova, J. A. ( 2002). Discovery Learning for the 21st Century: What is it and how does it compare to traditional learning in effectiveness in the 21st Century? Action Research Exchange, 1, Retrieved from:http://teach.valdosta.edu/are/Litreviews/vol1no1/ castronova_litr.pdf
Information Programme (APDIP). Retrieved from: http://www.saigontre.com/ FDFiles/ ICT_in_Education.PDF
Tinio, V. L. (2003). ICT in education. UNDP Asia-Pacific Development
Wakefield, J. F. (1996). Educational psychology: learning to be a problem solver. Boston. Houghton Mifflin Company.